1. DCSF (2010a), Secondary Schools Judged as Having Good or Outstanding Standards of Behaviour at December 2009, Statistical First Release.
  2. MORI (2003), One In Three Teachers To Leave Within Five Years.
  3. NFER (2008), Teacher Voice Omnibus June 2008 Survey: Pupil Behaviour, DCSF.
  4. DfE: GCE/Applied GCE A/AS and Equivalent Examination Results in England from 2004–2010. Excludes entries in GNVQs and in vocational GCSEs.
  5. See paragraph 4.23
  6. Figures have been produced using the 2009 Key Stage 4 National Pupil Database. Further information on this database can be found here: http://www.bris.ac.uk/cmpo/plug/npd/.
  7. Whitby, K., Wade, P. and Schagen, S. (2008), Language Learning Provision at Key Stage 2: Findings from the 2007 Survey, DCSF. O’Donnell, L., Morris, M. and Wilson, R. (2006), Education Outside the Classroom: An Assessment of Activity and Practice in Schools and Local Authorities, NFER. Sammons, P., Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., Barreau, S. and Manni, L. (2006), EPPE:Summary report: variations in Teacher and Pupil Behaviours in Year 5 Classes. DfES. Cabinet Office (2008a), Getting on, getting ahead. A discussion paper: analysing the trends and drivers of social mobility.
  8. Matched National Pupil Database and HESA records for pupils entering HE by age 19 by 2007/8.
  9. OECD (2006), PISA 2006: Science competencies for tommorrow’s world. Volume 1 analysis.
  10. Barber, M. and Mourshed, M. (2007) How the World’s Best Performing School Systems Came Out On Top, McKinsey and Company.
  11. Barber and Mourshed (2007).
  12. Barber and Mourshed (2007).
  13. Barber and Mourshed (2007). Auguste, B., Kihn, P., Miller, M. (2010), Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching – An international and market research-based perspective, McKinsey and Company.
  14. Barber and Mourshed (2007).
  15. Sanders, W. L., and Rivers, J. C. (1996), Cumulative and residual effects of teachers on future students academic achievement, Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.
  16. DfE internal analysis 2010.
  17. GTC (2005), General Teaching Council survey of teachers 2005: final report. Slough: NFER.
  18. ICM (2010) bbc.co.uk/news, last accessed 28th June 2010.
  19. Charles, M., Marsh, A., Milne, A., Morris, C., Scott, E. and Shamson,Y (2008), Secondary School Curriculum and Staffing Survey 2007, NFER.
  20. Higher Education Statistics Agency (2010) Destinations of Leavers from Higher Education Institutions 2008/09.
  21. Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. & Howson, J. (2003), Teachers’ Perspectives of Continuing Professional Development, DfES. Bolam, R (2003). Presidential address to the International Professional Development Association Conference. October 31. Cordingley, P. (2000) Teacher perspectives on the accessibility and usability of research outputs: a paper prepared by P. Cordingley and the National Teacher Research Panel to the BERA 2000 conference, Cardiff University, July 7–9. London: TTA.
  22. House of Commons Select Committee for Children, Schools and Families (2010), Training of Teachers, House of Commons.
  23. Latest data (March 2009) from the database of teacher records.
  24. Auguste et al (2010).
  25. Barber and Mourshed (2007).
  26. Allington, R.L. and Johnson, P.H. (2000), What do we know about effective fourth grade teachers and their classrooms, National Research Center on English Learning and Achievement, University of Albany.
  27. Ripley, A.(2010), What makes a great teacher?The Atlantic Magazine January/February 2010. Barber and Mourshed (2007).
  28. Hutchings, M., Maylor, U., Mendick, H, Menter, I. and Smart, S. (2006), An Evaluation of Innovative Approaches to Teacher Training on the Teach First Programme, London: Training and Development Agency.
  29. The Times Top 100 graduate employees, accessed 22nd November 2010
    http://www.top100graduateemployers.com/employers/
  30. Ofsted (2008a), Rising to the challenge: a review of the Teach First initial teacher training programme, HMI 070170.
  31. Ofsted (2008a).
  32. Camilli, G., Vargas, S. and Yurecko, M. (2003) Teaching Children to Read: the fragile link between science and federal education policy. Education Policy Analysis Archives, 11, no.15. http://epaa.asu.edu/epaa/v11n15/. National Institute for Child’s Health and Human Development accessed 28th October 2010 http://www.nichd.nih.gov/health/topics/national_reading_panel.cfm
  33. Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006), Seven Strong Claims About Successful School Leadership, NCSL.
  34. Latest data (March 2009) from the database of teacher records.
  35. Hill, R. & Matthew, P. (2010), Schools Leading Schools II: the growing impact of National Leaders of Education, National College.
  36. Freedman, S., Lipson B. and Hargreaves, D. (2008), More Good Teachers, Policy Exchange.
  37. NFER (2008).
  38. Teachers TV/YouGov Online Poll, February 2007 http://www.teachers.tv/pressreleases/32707.
  39. DfE (2010e), Permanent and Fixed Period Exclusions from Schools and Exclusion Appeals in England, 2008/09.
  40. NASUWT (2010), Taking Abuse: The experiences of teachers working with pupils with challenging behaviours in alternative provision.
  41. NASUWT (2009), NASUWT evidence Inquiry into the Allegations Against School Staff, House of Commons, Children, Schools and Families Select Committee. ATL (2009b), ATL primary school behaviour survey last retrieved 27th October 2010 from: http://www.atl.org.uk/Images/ATL per cent20primary per cent20school per cent20behaviour per cent20survey.pdfand http://www.atl.org.uk/media-office/media-archive/primary-behaviour-survery.asp
  42. DfE (2010a), Permanent and Fixed Period Exclusions from Schools and Exclusion Appeals in England, 2008/09.
  43. Piper, H. (2006), Touchlines: the Problems of Touching Between Children and Professionals. Non-technical summary. ESRC grant number RES-000-22-0815.
    http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/ViewAwardPage.aspx?AwardId=3451. The proportions reported above were provided separately by Heather Piper. Among the 402 schools that responded during the questionnaire stage of the research, almost half of them (193) had a ‘no touch’ policy, although this number varied significantly with age, with far fewer policies for the younger age ranges, and vice versa. The sample of schools included pre-school settings, primary/junior and secondary schools. Due to the self-selective nature of the study, this figure is not representative of all schools in England, although it accounted for more than a third of those canvassed.
  44. ATL (2009b).
  45. DCSF (2008a) Youth Cohort Study and Longitudinal Study of Young People in England: The activities and experiences of 16 year olds: England 2007, DCSF Statistical Bulletin.
  46. Hunt, R. and Jensen, J. (2007), The School Report: The Experiences of Young Gay People in Britain’s Schools, Stonewall.
  47. Hunt and Jensen (2007).
  48. DCSF (2008a).
    http://www.dcsf.gov.uk/rsgateway/DB/SBU/b000795/index.shtml.
  49. Chamberlain, T., George, N.,  Golden, S., Walker, F. and Benton, T. (2010), Tellus4 National Report. DCSF RR218. http://publications.education.gov.uk/eOrderingDownload/DCSF-RR218.pdf.
  50. DCSF (2008), Back on Track, a strategy for modernising alternative provision for young people.
  51. Ofsted (2010), The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2009/10, Ofsted.
  52. DfE internal analysis (2010).
  53. DfE (2020d), DfE: Participation in Education, Training and Employment by 16–18 Year-olds in England Provisional data.
  54. Oates T (2010), Could do better: Using international comparisons to refine the National Curriculum in England, Cambridge Assessment.
  55. DCSF (2009c), DCSF: National Curriculum Assessments at Key Stage 2 in England 2008/09 (Revised).
  56. Ehri, L.C., Nunes, S.R., Stahl, S.A. and Willows, D.M. (2001), Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis, Review of Educational Research, 71(3): 393-447. Camilli et al (2003). Torgerson, C. and Brooks, G. (2005), A systematic review of the use of phonics in the teaching of reading and spelling; DfES. National Institute for Child’s Health and Human Development (2010). Torgerson, C., Hall, J. and Brooks, G. (2006), A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling, DfES, University of York and University of Sheffield.
  57. Figures have been produced using the 2009 Key Stage 4 National Pupil Database. Further information on this database can be found here: http://www.bris.ac.uk/cmpo/plug/npd/.
  58. Department for Education and Employment, GCSE/GNVQ and GCE A/AS and Advanced GNVQ Results for Young People in England 1999/2000 (Provisional), DCSF, GCSE and Equivalent Results in England, 2007/08 (Revised). DCSF, GCSE and Equivalent Results in England, 2008/09 (Revised).
  59. Quick, S, Simon, A, and Thornston, A (2010), PE and Sport Survey 2009/10 DfE.
  60. Ofsted (2010b), Personal, Social, Health and Economic Education in Schools,
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  61. Organisation for Economic Cooperation and Development operates PISA. The International Association for the Evaluation of Educational Achievement (IEA) operates PIRLS and TIMSS.
  62. Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., & Kennedy, A.M. (2003), PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools, Chestnut Hill, MA: Boston College. Mullis, I.V.S., Martin, M.O., Kennedy A. and Foy P. (2007) IEA’s Progress in International Reading Literacy Study in Primary School in 40 Countries, Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  63. OECD (2006).
  64. Duncan, A. (2010), U.S. Secretary of Education, Speech to the UN Educational, Scientific and Cultural Organisation (UNESCO) 4th November 2010. Common Core State Standards Initiative, accessed on 21st November 2010 http://www.corestandards.org/
  65. Qualfications and Curriculum Agency (2007) A Level resitting: summary of research findings.
  66. DfE (2010a), GCE/Applied GCE A/AS and Equivalent Examination Results in England from 2004-2010.
  67. DfE (2010d), DfE: Participation in Education, Training and Employment by 16–18 Year-olds in England. Provisional data.
  68. OECD (2009a) Creating Effective Learning and Teaching Environments: First Results from TALIS last retrieved 27th July 2010 from http://www.oecd.org/dataoecd/17/51/43023606.pdf
  69. OECD (2010b), 2010 Edition of Education at a Glance: Presentation London 6 September 2010.
  70. Hoxby (2004), Achievement in Charter Schools and Regular Public Schools in the United States: Understanding the Differences.Cambridge: Harvard University, National Bureau of Economic Research. National Alliance for Public Charter Schools (NAPCS, 2009), Charter School Achievement: What We Know, 5th Edition, April 2009. Zimmer, R., Gill, B., Booker, K., Lavertu, S., Sass, T. and Witte, J. (2009), Charter Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition, RAND Research.
  71. Knowledge is Power Programme (KIPP) accessed 21st November 2010, http://www.kipp.org/about-kipp/results.
  72. Clark Tuttle, C., Teh, B., Nichols-Barrer, I., Gill, B.P. and Gleason, P. (2010), Student Characteristics and Achievement in 22 KIPP Middle Schools: Mathematical Policy Research, IncCMEC Progress Report on Literacy (2009). Bosetti, L., Foulkes, E.,  O’Reilly, P. and Sande, D. (2000), Canadian Charter Schools at the Crossroads: The Final Report of a Two-year In-depth Study of Charter Schools in Alberta. SAEE Research Series #5. Kelowna, BC: Society for the Advancement of Excellence in Education.
  73. Sveriges Officiella Statistik (2009) – accessed online.
    http://www.scb.se/default____2154.aspx.
  74. DfE internal analysis (2010).
  75. DfE internal analysis (2010).
  76. DfE internal analysis (2010).
  77. Ofsted (2010).
  78. DfE internal analysis (2010).
  79. DfE internal analysis (2010).
  80. Information provided by Hatcham Temple Grove School.
  81. Ofsted (2010).
  82. Correct on 23 November 2010.
  83. Freedman and Horner (2008), School Funding and Social Justice: A Guide to the Pupil Premium.
  84. Harris Academy Falconwood, accessed 21st November 2010, http://www.harrisfalconwood.org.uk/57/welcome-from-the-principal. Academies initiative: monitoring inspection to Harris Academy Falconwood http://www.ofsted.gov.uk/oxedu_reports/download/(id)/120365/(as)/135677_348848.pdf.
  85. Information provided by the Harris Federation.
  86. Green Dot accessed on 22 November 2010 www.greendot.org.
  87. UncommonSchools, accessed 21st November 2010, http://www.uncommonschools.org/usi/ourResults/.
  88. Correct on 23 November 2010.
  89. Field, S., Hoeckel, K., Kis, V. and Kuczera, M. (2009b), Learning for Jobs: OECD Reviews of Vocational Education and Training, OECD
  90. Information provided by KIPP DC.
  91. OECD (2010b).
  92. Burgess, S., Propper, C., Slater, H. and Wilson, D. (2005), Who Wins and Who Loses from School Accountability? The Distribution of Educational Gain in English Secondary Schools. Discussion paper no. 5248. Bristol: Centre for Economic Policy Research.
  93. Figures produced using 2009 Key Stage 4 National Pupil Database.
  94. DCSF (2008a)
  95. Jenkins, A., Greenwood, C., and Vignoles, A. (2007), The returns to qualification in England: updating the evidence base on level 2 and level 3 qualifications.
  96. NFER (2009), Submission to the Children, Schools and Families Select Committee: New Inquiry into School Accountability.
  97. Punter, A., Adams, J. and Lang, J. (2003), Governors Recruited from the Business Community by the School Governors’ One-Stop-Shop (SGOSS): A report profiling the nature and experiences of this cohort and an analysis of the factors affecting their retention in post. University of Hertfordshire. Industry in Education (1997), Business and Industry Governors: A Case for Promotion? Business in the Community – BITC (2008) Governing our Schools: http://www.bitc.org.uk/resources/publications/school_governors.html.
  98. Hill and Matthew 2010.
  99. Hill and Matthew 2010.
  100. Correct on 23 November 2010.
  101. DfE internal analysis (2010) (using secondary schools without sixth forms).
  102. Local authorities financial data return 2009/10.
  103. This is the difference between what the full-time school sixth form rate would be if it included the grant for pension contributions and the Teachers’ Pay Grant, and the full-time equivalent rate in FE. It does not take into account the fact that on average students in school sixth forms do larger programmes of study (and therefore receive more funding per learner) than in general FE colleges. DfE internal analysis using figures taken from Learning and Skills Council (2010), Annual Statement of Priorities, Learning and Skills Council (2008): the funding gap.
  104. Internal DfE analysis (2010).
  105. DCSF (2010), DCSF: Early Years Foundation Stage Profile Attainment by Pupil Characteristics, in England 2008/09.
  106. DCSF (2009), DCSF: GCSE Attainment by Pupil Characteristics, in England 2008/09.
  107. See paragraph 8.2.
  108. NationalCollege, accessed 22nd November 2010, http://www.nationalcollege.org.uk/index/leadershiplibrary/leadingschools/managing-schools/role-of-the-school-business-manager/impact-of-school-business-management.htm.